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Economic theories seek a scientific explanation, or prediction of economic phenomena using a set of axioms, defined expressions and theorems. Mathematically explicit economic models are one of these theories. Due to the unknown structure of each model, the existence of measurement error in economic committees, and the failure of Ceteris Paribus; the Synthetic of any economic theory requires probabilistic and statistical modeling. Therefore, understanding the current method of modeling and the importance of its proper use in economics requires economists to have an accurate knowledge of statistical modeling. The present study seeks to correct the view that although the purpose of providing statistical models is to experimentally test the claims of theories, statistical methods do not play a secondary role in economic theories, but the appropriate method of economic modeling depends on the correct use of statistical methods and probability models in the situation of making a theory.

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Nowadays, the need to pay attention to teaching statistics at all levels from elementary school to university has become more apparent. One of the goals of the various educational systems, which is reflected in their upstream documents, is to have citizens who are equipped with statistical literacy. In this regard, many statistical organizations and institutions have mentioned statistics education as one of their special goals and missions. School math textbooks in Iran also have sections devoted to discussions of statistics and probability. An examination of the role of statistics in Iran school Mathematics textbooks shows that there is good progress in including statistics and probability concepts in textbooks, but it is still far from the ideal. In the present article, after a brief discussion on the necessity of paying attention to statistics education in the school mathematics curriculum, the historical course of presenting statistics education will be reviewed. Then, the challenges in introducing the topics of teaching statistics and probability in the school mathematics curriculum are illustrated, and in the end, two new approaches (attention to big-data, use of new technologies in stimulating and modeling real-world phenomena) will be introduced in more detail and with examples.